Erica Mason from the University of Missouri walks through four ways of increasing the cognitive demands of math assignments without having to change the task or the material. Her suggestions include introducing reversibility into the math problems, asking students to represent the problem in multiple ways, algebra-fy the problem, and create an authentic context for the math problems.

Differentiating your instruction does not mean that you have to buy all new curriculum or go to great lengths to adjust your teaching to ensure that all of your students are challenged in your mathematics class.